@incollection{DeckertMohya2021, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Nachhaltige Lagerung: Vom Lagerbau bis zum Lagerbetrieb}, series = {CSR und Logistik: Spannungsfelder Green Logistics und City-Logistik}, volume = {Management-Reihe Corporate Social Responsibility}, booktitle = {CSR und Logistik: Spannungsfelder Green Logistics und City-Logistik}, editor = {Deckert, Carsten}, edition = {2., {\"u}berarb. Aufl.}, publisher = {Springer}, address = {Berlin, Heidelberg}, doi = {10.1007/978-3-662-63570-4_7}, publisher = {Hochschule D{\"u}sseldorf}, pages = {149 -- 167}, year = {2021}, language = {de} } @incollection{DeckertChandraMohyaetal.2021, author = {Deckert, Carsten and Chandra, Tanja and Mohya, Ahmed and Schmidt, Gerrit and Sch{\"o}nheit, Matthias}, title = {Unterirdischer Warentransport in urbanen Ballungsr{\"a}umen}, series = {CSR und Logistik}, volume = {Management-Reihe Corporate Social Responsibility}, booktitle = {CSR und Logistik}, editor = {Deckert, Carsten}, edition = {2., {\"u}berarb. Aufl.}, publisher = {Springer}, address = {Berlin, Heidelberg}, isbn = {978-3-662-63569-8}, doi = {10.1007/978-3-662-63570-4_14}, pages = {283 -- 305}, year = {2021}, language = {de} } @incollection{DeckertMohyaSuntharalingam2021, author = {Deckert, Carsten and Mohya, Ahmed and Suntharalingam, Sujieban}, title = {VIRTUAL WHITEBOARDS DIGITAL POST-ITS - INCORPORATING INTERNET-BASED TOOLS FOR IDEATION INTO ENGINEERING COURSES}, series = {SEFI 2021: 49th ANNUAL CONFERENCE BERLIN, 13.09.-16.09.2021}, booktitle = {SEFI 2021: 49th ANNUAL CONFERENCE BERLIN, 13.09.-16.09.2021}, pages = {1370 -- 1375}, year = {2021}, language = {en} } @article{DeckertMohya2020, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Kreativit{\"a}tstechniken f{\"u}r angehende Ingenieurinnen und Ingenieure}, series = {Innovations-Forum}, volume = {18}, journal = {Innovations-Forum}, number = {1}, publisher = {InnoFo}, pages = {42 -- 46}, year = {2020}, abstract = {In Zeiten fortschreitender Digitalisierung und zunehmender Transparenz auf den M{\"a}rkten m{\"u}ssen sich Unternehmen mit zunehmenden Ver{\"a}nderungen, z. B. durch Prozess- und Produktinnovationen, auseinandersetzen. Es ist daher unerl{\"a}sslich, dass sich angehende Ingenieurinnen und Ingenieure mit dem Prozess der Ideenfindung und der damit verbundenen Innovationsbereitschaft auseinandersetzen. Kreativit{\"a}t spielt eine entscheidende Rolle im Prozess der Ideengenerierung und Probleml{\"o}sung. Hochschulen, die Ingenieurstudieng{\"a}nge anbieten, sind daher gefordert, die entsprechenden F{\"a}higkeiten zu vermitteln. Durch den gezielten Einsatz von Kreativit{\"a}tstechniken kann die Kreativit{\"a}t gef{\"o}rdert werden. Der vorliegende Beitrag befasst sich mit der Bewertung unterschiedlicher Kreativit{\"a}tstechniken und geht der Frage nach, welche Kreativit{\"a}tstechniken sich eignen, den angehenden Ingenieurinnen und Ingenieuren beim kreativen Probleml{\"o}sen zu unterst{\"u}tzen.}, subject = {Kreativit{\"a}t}, language = {de} } @techreport{DeckertKeszlerSchmitzetal.2022, author = {Deckert, Carsten and Keszler, Julia and Schmitz, Helen and Mohya, Ahmed}, title = {Forecasting Game: Teaching Prospective Engineers Quantitative Forecasting Techniques with a Simulation Game}, address = {D{\"u}sseldorf}, organization = {Hochschule D{\"u}sseldorf}, issn = {2627-8375}, doi = {10.20385/opus4-3905}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-39057}, pages = {43}, year = {2022}, abstract = {In order to determine demand as precisely as possible, many businesses use several forecasting methods. The aim of forecasting is to determine future demand based on data from the past. The use of a specific method is not always easy and depends on a number of factors. To help prospective engineers find the most suitable forecasting method for a specific problem, a forecasting game was developed and then evaluated. The paper describes the design and the evaluation of the forecasting game. In order to provide an overview of existing forecasting methods, the first part of the paper examined the mathematical fundamentals of eight different forecasting methods and outlined the requirements for their application. The second part of the paper describes the creation of a forecasting game in which prospective engineers can learn how to determine the appropriate forecasting method for specific scenarios. In total, five scenarios covering the three different demand patterns (linear/stationary, trend and seasonal) as well as the forecast quality methods were developed and can be played through. For each scenario, the player has to choose the most appropriate forecasting method for a specific problem based on a self-created task description. To make the game as realistic as possible, a fictional company with a background story was designed. The last part was about the evaluation of the forecasting game. For the evaluation, a student survey to gather the opinions of the students was conducted. The results of the student survey show an overall positive evaluation of the simulation game by the students. However, the test also showed that the game takes a certain amount of time. Since only 15 of the approximately 30 students who tested the game participated in the evaluation, the results are not significant.}, language = {en} } @inproceedings{DeckertMohya2023, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Tinkering, Tools and Techniques - Creativity in German Engineering Education}, series = {AIJR Proceedings: Proceedings of the 14th European Conference on Creativity in Innovation}, booktitle = {AIJR Proceedings: Proceedings of the 14th European Conference on Creativity in Innovation}, editor = {Heijne, Katrina}, publisher = {AIJR Publisher}, issn = {2582-3922}, doi = {10.21467/proceedings.154.2}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-51142}, pages = {11 -- 18}, year = {2023}, abstract = {Purpose - Engineers are expected to be the creative problem solvers and innovative tinkerers of a company. This article examines to what extent German tertiary education lives up to this expectation. The analysis of German module descriptions in engineering shows that there are no courses dedicated to creativity and that creativity and its techniques are mentioned only sparsely in the modules of the engineering curriculum. Surveys amongst our students show that they are usually familiar with techniques which are based on generating alternatives such as brainstorming and morphological box, but lack knowledge about techniques based on challenging assumptions such as forced connection. They tend to favour discursive techniques over intuitive ones and techniques which use generation of alternatives as an idea-generating principle. A combination of creativity techniques seems to be most conducive to creative output in our course. Finally, we present some first findings on creative sessions in remote work with the help of virtual whiteboards, which have gained in importance since the pandemic. Methodology - Firstly, we present an document analysis of the modules of Bachelor and Master programs of mechanical engineering at German universities and universities of applied sciences. Secondly, we present results from surveys in our Master course in "Innovation and Technology Management" where we gathered data from students over several years and performed an external evaluation of the output using Consensual Assessment Technique (CAT). These results include which creativity techniques the students know prior to the course and which they prefer as well as which techniques seem to be conducive to engineering creativity. Furthermore we surveyed their experiences with creative sessions as remote work. Conclusion - Overall, the article shows the importance to teach prospective engineers the basics in creativity. Students should have the opportunity to acquire knowledge about and apply different creativity techniques, as different techniques have different strengths and weaknesses and, thus, different areas of fruitful application. They should also have the chance to try out different modes such as in-person sessions and virtual sessions, as some of the future work will most likely shift online. Furthermore, a combination of different creativity techniques makes it more likely that engineers break through their usual systematic-analytic way of thinking and helps them to think outside the box to find creative solutions for the pressing problems of our time.}, subject = {Ingenieurstudium}, language = {en} } @inproceedings{DeckertMohya2023, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Teaching Sustainable Logistics As A Project-Based Learning Course}, series = {European Society for Engineering Education (SEFI), 11-14 September 2023, TUDublin, Ireland}, booktitle = {European Society for Engineering Education (SEFI), 11-14 September 2023, TUDublin, Ireland}, publisher = {TU Dublin}, address = {Dublin}, doi = {10.21427/9D3F-KA64}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-51182}, year = {2023}, abstract = {Sustainable logistics combines the task of the 6R of logistics (right product, right place, right time, right condition, right cost) with social and environmental sustainability, especially low emissions and low resource consumption. This means that a problem that is already challenging, namely planning, executing, and controlling logistical processes, gets even more complex and requires aspects of systems thinking to incorporate environmental and social impacts. Classical approaches of teaching, e.g. lectures with presentations and short exercises on closed problems, do not do justice to the complexity and intricacies of the topic sustainability. In such a context, projectbased learning (PBL) where students do group work on open-ended problems with real-world complexity seems to be a more adequate means to teach the subject. The paper describes a PBL course in which students worked on projects to conceptualize micro-depots for parcel delivery in different areas of D{\"u}sseldorf. A micro-depot is a temporary storage location in a city from which parcels can be delivered by cargo bikes. The aim was to locate the micro-depot, design the delivery routes, check the feasibility, and calculate the reduction of greenhouse gases and other emissions. The course was taught in cooperation with a partner from the courier, express, and parcel delivery industry. The paper describes the experiences with the course and gives recommendations for a successful implementation of PBL in courses on sustainability.}, subject = {Ingenieurstudium}, language = {en} } @inproceedings{DeckertMohya2022, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Self-directed versus guided learning - searching for the sweet spot with lesson activities in Moodle}, series = {SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up."}, booktitle = {SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up."}, publisher = {Universitat Polit{\`e}cnica de Catalunya}, address = {Barcelona}, isbn = {978-84-123222-6-2}, doi = {10.5821/conference-9788412322262.1132}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-51759}, pages = {234 -- 242}, year = {2022}, abstract = {In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students' performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities.}, subject = {Selbstgesteuertes Lernen}, language = {en} }